Big Picture Focus: Our families History Focus (Australian Curriculum): Personal and Family History.

Global Perspective: Family stories and structures from around the world, common connections of families between countries, Exploring differences in family routine
in other cultures compared to our own
Values: Appreciation (Stories of the past as well as the present), Acceptance (Everybody’s stories are different), Change (Things do not stay the same forever: - the
nature of family has altered over time).

English: This unit utilises and develops this KLA, especially in History K-6: Planned Excursion Focus: Students will visit the
developing literacy, comprehension and creative writing Identifies change and continuity and describes Glenrock State Conservation Area. Students will
skills. Students are to analyse different types of resources the causes and effects of change on Australian be guided by an Aboriginal of the local
through written, oral and video in understanding the Stolen society HT3-3 community; giving students knowledge of the
Generation. These resources will engage students to view Describes and explains the struggles for rights local area. This will include students engaging
the topic from different perspectives and to grasp the and freedoms in Australia, including Aboriginal with the Aboriginal associated sites during the
emotions that are experienced from each perspective. and Torres Strait Islander peoples HT3-4 walk, discuss how they lived/survived in the area
Students will be able to further develop their research skills and the how the local community was impacted
Applies a variety of skills of historical inquiry and
and their ICT knowledge throughout the unit by the Stolen Generation. to view a range of
communication HT3-5
artefacts used by families in the years that have
Mathematics Students will explore the overall structure of Experiences of Australian democracy and past. Before the excursion, students will examine
their families and the families of others through the citizenship, including the status and rights of processes in the “olden days” through discussion
introduction of data concepts. Students will learn how to Aboriginal people and/or Torres Strait Islanders. with one of their own family members and
represent data both physically and visually, to establish the In the struggle for the rights and freedoms of examine processes from the olden days in
notion that not all families are the same. Aboriginal and Torres Strait Islander peoples. comparison to the present day through group
rotations. On the excursion, students will listen to
Creative Arts: Students explore significant events of their verbal explanations and demonstrations by the
own lives through dramatic expression and improvisation. historian, and be given the opportunity to
Planned Assessment:
This includes creatively expressing their treasured memories examine these objects in pairs. A second activity
1. Data representation activity.
through conveying thoughts, feelings and emotions of these which requires students to examine photographs
2. Excursion tasks: - Activity sheet and post-
past events. Students are also given the opportunity to to identify notable differences will also be
writing task.
express their thoughts through artistic expression, and be established. After the excursion, students will
3. Oral speech task
introduced to artistic techniques such as experimenting with consolidate
Key Concepts: these concepts through the
4. Drama Task
new materials a range of artistic forms of media completion of an interactive
1. Continuity and Change writing activity, and
draw2. connections
Empatheticbetween these concepts in
Understanding
Key Skills terms
3. ofSignificance
their own personal histories.
Comprehension, use of sources, perspectives, empathetic
understanding, research, explanation and communication 4. Perspectives
HTe-1 Communicates stories of their own family heritage and heritage of others.
• What is my history and how do I know?
HTe-2 Demonstrates developing skills of historical inquiry and communication
• What stories do other people tell about the past?
• How can stories of the past be told and shared?
TES1.1 Communicates with peers and known adults in informal situations and structured activities dealing briefly with familiar topics.
• describes an object of interest to the class
• recounts a personal or shared experience
TES1.2 Demonstrates basic skills of classroom and group interaction, makes brief oral presentations and listens with reasonable attentiveness.
• demonstrates attentive listening
•listens while others present news and asks relevant questions
• participates in partner and small-group activities
RES1.5 Demonstrates developing reading skills to read short, predictable written texts on familiar texts
• relates personal experiences to texts.
• constructs meaning from visual texts with familiar content
• talks about the information found in factual texts
WES1.9 Engages in writing texts with the intention of conveying an idea or message.
• writes short personal recounts
• contributes to joint construction of texts
VAES1.1 Makes simple pictures and other kinds of artworks about things and experiences.
• investigates relationships in their art making, e.g. people who are important to them
DRAES1.1 Uses imagination and the elements of drama in imaginative play and dramatic situations.
• works with other students and the teacher to develop dramatic situations in the drama forms of
improvisation, movement, mime and storytelling
DES1.1 Represents and interprets data displays made from objects and pictures
• organises a group of similar objects into rows or columns
RES1.6 Demonstrates developing reading skills and strategies for reading books, dealing with print and comprehending texts.
• navigates through sections of computer software.
RES1.5 Demonstrates developing reading skills to read short, predictable written texts on familiar topics.
• Recognises that words on a page have a meaning and can be read aloud
WES1.9 Engages in writing texts with the intention of conveying an idea or message writes single-sentence observations and descriptions
• Writes single-sentence observations and descriptions
EXCURSION SUMMARY
For the unit the chosen excursion is to Glenrock State Conservation Area with an Aboriginal guide. This National Park is located just off Pacific Highway between Merewether
and Charlestown; open all hours with open access to all members of the public.
RELEVANT OUTCOMES/INDICATORS: HT3-3 Identifies change and continuity
HT3-5 Describes and explains struggles for rights and freedoms.
The status and the rights of ATSI
(ACHHK114)
The struggle for rights and freedoms
Use of the guide and the hands on/ auditory engagement
COST CALCULATIONS:- Admission to the museum is free of charge. Transport costs however need to be taken into consideration. Two options could be available:-
1. Teacher could send a note home asking parents if they would be willing to donate some of their time to transport students to the excursion venue. This first must be
discussed and carefully considered in liaison with the principal.
2. Students could take a bus to the excursion venue. Generally, this costs about $3-$4, depending on the distance the school is away from the excursion site.
RESOURCES/ACTIVITIES:- This museum has a local historian who is extremely knowledgeable about the history of family life in the local area. The students upon arrival, could
have the privilege of listening to a presentation by the historian. Students are allowed to touch/examine artefacts under close supervision of an adult. Students can also view
photographs of families in the local area. Students will complete activity sheet which is pre-prepared by the teacher (see attached appendix below on lesson 6). The historian
also provides mind stimulating activities which get them to find specific objects throughout the museum.
EXCURSION DOCUMENTS/SAFETY
-Permission note with attached medical information form
-Risk management plan.
-School excursion policy
Outcomes/ indicators Teaching and learning activities Resources Assessment

What How
HT3-4 Where and Why are we going? The apology clip, KWL chart Student is able to: By:
Describes and explains Lesson 1 (See appendix #1) Explain the significance of Class discussion
the struggles for rights Stolen Generation, Aboriginal Perspective? Stolen Generation to Australia’s
freedoms in Australia, -Orientation Phase- Examine the short clip ‘the development as a nation
including Aboriginal and apology’ by My Place examine the perspective from an
Torres Strait Islander Discuss and represent their
ATSI person/community KWL worksheet
people (ATSI) knowledge, the progress each
Demonstrates -Class discussion- Know/want to know/have learned student want with the topic and
developing skills of -Students fill out the KWL with reference to both their their thoughts on the
prior knowledge and ‘The apology’ clip, with the insight
historical inquiry and significance of the topic.
of an ASTI perspective.
communication
-To reflect the lesson students will choose between the
-Who the Stolen
characters of Aunty Bev, Laura, Kevin Rudd or another
generation, where are
person involved in the clip. They will then write on how
they from and raised and
how are they related to their chosen character would express the significance
the change in Australia’s of this event in changing Australia from the 20th
century.
society throughout the
20th century (ACHHK114) -Differentiation: Students, who are struggling with
describing the different perspectives, will then describe
EN3-7C
the emotion and impact it had on the people in the
Thinks imaginatively,
Aboriginal community centre.
creatively, interpretively
and critically about
information and ideas
and identifies
connections between
texts when responding to
and composing texts
HTe-1 Hook and Hold attention Scaffolded grid (see Engages with data display Column graph
Communicates stories of Lesson 2 appendix #2) techniques to explore the worksheet, group
their own family heritage -Students recap what immediate family is structure of their own and class discussion
and heritage of others -Explain how immediate family can differ from person Example pictures (see member’s family
-Who the people in their to person appendix #2)
family are, where they Students view 2 images of dissimilar families-draw
were born and raised and comparisons.
how are they related to -Global:- connect these concepts to a foreign famil
each other (ACHHK001) structure and draw comparisons of
-Identify people in their similarities/differences between families
immediate families and -Discuss different parenting and household
show relationships arrangements-ask students what their arrangements
between family members are.
DES1.1 Represents and -Create a tally of the number of people in each
interprets data displays household by using 5 lines (1, 2, 3, 4 and 5 or more).
made from objects and Discuss which is biggest, which is smallest, what can we
pictures tell from this etc.
• organises a group of -Ask students to return to desks and have a class
similar objects into rows discussion about how number of people in families can
or columns also differ
-Scaffolded grid worksheet ‘how many people in your
house?’ students colour in grid to match number of
people in each house.
-Conclude lesson by interrelating maths activity with
recognising similarities and differences in family
structures.
Students experiencing difficulty:- Teacher will work one
on one with groups or individual students who are
experiencing difficulty.
Advanced students:- Students may join with another
group and conduct a comparative analysis of the two
graphs and establish similarities and differences
between each graph.
Outcomes: Equip My place video, student Communicate and depict the Class discussion,
HTe-2 Lesson 3 worksheet. See appendix #3 changing role of the woman in questioning
Demonstrates What are the stories of our families: - How do we know families over time.
developing skills of what happened long ago?
historical inquiry and Accurately convey the role of
communication Controversial issue: Role of women in the family their mother in their current
Observation and
How the stories of the Discuss roles of all immediate family members. View family structure through visual
past can be my place video about the role of women in the family and written communication work sample
communicated in a particular era. techniques
(ACHHK004) -Draw comparisons between the roles of the women in
-Discuss then and now; this family in comparison to their own. Communicate
past and present. the notion that this has changed over time
-Jointly construct an example sentence on the board
RES1.5 Demonstrates “When my mum is at home she...”
developing reading skills -Compare activities of the mother in a household from
to read past to present
short, predictable -Review writing techniques such as full stops, capital
written texts on familiar letters and appropriate spacing appropriate to
topics. completing a sentence
recognises that words on -Review reading techniques such as sounding and
a page have a meaning syllable clapping appropriate to reading a sentence.
and can be -Give students a worksheet with sentence starter which
read aloud they must complete
-Each student will read part of created sentences,
WES1.10 Produces teacher will start them off with when my mum is at
simple texts that show home she... and teacher may reinforce clapping and
the emergence of the sounding to assist
grammar and -Differentiation: - Adv. Students complete sentence
punctuation needed to from scratch without sentence starter.. Students
achieve the purpose of experiencing difficulty can say what their mother does
the text. and teacher writes it down so they can still attempt
copies grammatical assisted reading
patterns modelled by
teacher
Lesson 4
-Revisit last lessons topic about roles of family Old Objects, group work Distinguishes between then and
members, discuss how objects can play an important activity sheet. See appendix now through the examination of
HTe-1 role in a family environment and how family objects #4 a variety of sources and
Communicates stories of like family member roles, have also changed over time communicates understanding
their own family heritage -Students are organised into a share circle where they through both written and oral
and heritage of others will present their objects individually mediums Group work task and
HTe-2 Demonstrates -When students present their objects they will be class discussion
developing skills of questioned by the class. What is the object? What is it
historical inquiry and used for? How is it used (example questions will be
communication given to students)
How the stories of the - Group activity: - Old family objects that are rarely
past can be used in modern day will be set up into stations around
communicated the room. Objects include a record, a VHS tape and an
(ACHHK004) audio cassette tape. Students use their “detective eyes
-Discuss then and now; to analyse these and draw conclusions about what they
past and present. were used for. Students will draw the modern day
TES1.2 Demonstrates equivalent of this object on a sheet.
basic skills of classroom -Then and now table is put up on the smart board.
and group interaction, Students and teacher collaboratively group objects i.e.
makes brief oral record in the then column, cd in the now column etc.
presentations and listens -Reflect on the table by highlighting the differences
with reasonable between old and new objects in terms of size, function
attentiveness. and appearance. Reinforce the notion of then and now
• demonstrates attentive and how these changes have impacted families over
listening the years. Add any new concepts to class poster.
• participates in partner -Differentiation:- Advanced students are to explore
and small-group activities further possible old objects that family used and find
their modern day equivalent. Students experiencing
difficulty will be given guided prompting as to what
features to focus upon when examining an object.
HTe-2 Rethink  Smartboard Differentiate between then and Group worksheets,
Demonstrates Lesson 5 slideshow now:- i.e. processes completed anecdotes from
developing skills of -Students have discussion about the olden days  Group information in the past in comparison to questioning/discussi
historical inquiry and -Reference previous lesson-objects changing over sheets (see appendix today on
communication time:- processes are different #5)
How the stories of the Modified info. Sheet on Smartboard:- hand washing  Internet websites Able to appropriately utilise ICT
Worksheet,
past can be the old fashioned way  Worksheets and synthesise resource to seek
communicated -Examine as a class. Ask questions about “olden days” specific information observation of
(ACHHK004) talk with family member. student progress,
-Use a variety of sources, -Explicitly demonstrate the worksheet and how to fill it questioning
including photographs, in.
or a treasured object to -Split students in groups of 5, each group of five is
recount stories about allocated with a modified information sheet of an old
their families and discuss fashioned process used by families over time. Examples
how sources are used to include ironing, washing dishes and transport. Examine
answer the question, how as a group, fill in worksheet- (Students swap around
do we know? their info sheets. Complete cut and paste activity- paste
-Discuss then and now; in the picture of the old object underneath the label of
past and present what the process is. Draw new object next to it)
RES1.5 Demonstrates -Present to the class. Reflect on new world processes.
developing reading skills Connect to olden days discussion:- What do these
to read short, predictable sheets tell us about the olden days? Explore
written texts on familiar comparisons between old and new processes.
texts Reflect and examine class poster and add/revise any
- talks about the specific aspects.
information found in Advanced students:- write a sentence about the olden
factual texts days. Start sentence “In the olden days….” . Students
experiencing difficulty will have olden day pictures
already in the column, and will just draw the present
day picture. Teacher to prompt and assist with
information sheet if needed.

Excursion (lesson 6)
HTe-1 Communicates -Visit David Edgeworth memorial museum. Students
stories of their own view hands on objects from the olden days and further
family heritage and the explore connections with the present day. Able to communicate stories of
heritage of others -The teacher in correlation with the historian working the past and distinguish
HTe-2 at the museum will give students a guided explanation -Excursion activity sheets similarities/differences between
Demonstrates of some of these aspects. (See appendix # 6) the past and the present.
developing skills of -Assist students to complete their short activity sheet -Large notebook for teacher Excursion activity
historical inquiry and (draw 3 specific objects and identify what they are:- guiding of the activities, sheets. Teacher
communication one for leisure purposes, one essential object, and an large A3 version of the
marks these with a
-How the stories of the unusual one that is obsolete (that is, no modern day activity sheet.
equivalent).
specific rubric with
past can be -Clipboards, pencils etc
communicated -View some old photographs and use their “detective outlined criteria in
(ACHHK004) eyes” to find 3 notable differences between features of order to record data.
-Discuss then and now: past photos in comparison to present. Write one word -Questioning,
past and present. to say what these differences are and discuss together observation.
-Uses sources to as a class. Place in groups of 3 to do this activity.
communicate stories -As an extension, students might write a short sentence
about families, and to to explain how the object works, and extend upon the
answer the question words they have written about the photographs. To
“How do we know?” assist students experiencing difficulty, teacher must
TES1.2 Demonstrates prompt thinking through questioning, and assist
basic skills of classroom students in choosing objects for each category.
and group interaction,
makes brief oral
presentations and listens
with reasonable
attentiveness.
-participates in partner
and small-group activities

Outcome: Create and Value -Smartboard slideshow Able to synthesise and Discussion/questioni
HTe-1 Communicates Post Excursion (Lesson 7) -Scaffolded writing articulate information derived ng
stories of their own -Recap of excursion: Revisit the concepts explored at worksheets (See appendix from historical sources Writing task
family heritage and the the museum. Use activity sheets. #7)
heritage of others - Revisit mind map made throughout the unit so far. -Class mind map
HTe-2 Add new vocabulary/concepts acquired from the -My place clip
Demonstrates excursion and review concepts already covered.
developing skills of Explore connections through these concepts.
historical inquiry and -After having a recap of the excursion, students will
communication complete an interactive writing activity which explores
How the stories of the concepts from the excursion.
past can be -Writing scaffold on Smartboard:- teacher has sentence
communicated starters and will write a joint example as a class.
(ACHHK004) Students then independently make their own attempt
-Discuss then and now: at doing this.
past and present. -Have some students read out their work, connect and
-Use a variety of sources, reflect upon changes from past/present.
including photographs, -Review excerpt from “my place” series-explore
or a treasured object to connections between this and concepts of then/now,
recount stories about past/present that they have explored in their learning
their families and discuss activities.
how sources are used to -Connect to stories of their own families:- What do
answer the question, how sources we have examined, and the objects from home
do we know? tell us about our own families? What do we know now
WES1.9 Engages in in comparison to when we started this? Write words
writing texts with the from discussion and Smartboard onto class concept
intention of conveying an map
idea or message. -Differentiation:- Students experiencing difficulty will
-writes short personal write one simple sentence which reflects on the overall
recounts basis of the excursion. Advanced students will extend
-contributes to joint upon this and be able to make personal reflection
construction of texts about the excursion, what they thought about it,
relation to their own family etc.

Outcome: Reflect (Lesson 8) -Personal photos -Verbally express personal Speech task and
HTe-1 Communicates -Prior to this task, teacher sends notification of speech -Speech rubric stories with visual aid rubric
stories of their own and the need to bring a photo in. -Scaffolded worksheet (See
family heritage and the - Teacher brings their own photo in for the class. appendix #8) -Participate in meaningful
heritage of others Explain the photo and why it’s important. partner discussion to explore
Observation of group
How the stories of the -Ask students if this photo is important to them, the notion of importance and
work activity,
past can be emphasise why it isn’t. Begin to think about although a significance
communicated student’s family is important to them, it might not be scaffolded
(ACHHK004) to other people. worksheet.
-Discuss the significance - Each student has the opportunity to talk about their
of the chosen treasured photo (max 45 sec approx.)
object or photograph -Reflect on the notion of importance spoken about
TES1.1 Communicates earlier in the lesson. Explore the concept that your
with peers and known photograph is important to you, but might not be as
adults in informal important to others. Teacher could place a personal
situations and structured photograph up to illustrate this.
activities dealing briefly -Group work:- Teacher explicitly scaffolds expectations
with familiar topics. of what they expect to see in group work, students in
• describes an object of pairs. Explore the notion of importance in terms of
interest to the class each other’s photo’s. Give students 3 possible
questions on scaffolded worksheet. Write simple
answers, i.e. only a few words.
-Share circle:-Ask some students to explain what they
found out in terms of importance about each other’s
photos in the pair activity.
-Students having difficulty can verbally communicate
answers rather than written answers, with teacher
prompting the discussion. Advanced students may give
detailed answers which critically examine the questions
given about their photographs.
HTe-1 Communicates Revise (Lesson 9) -Old video. Able to apply concepts learnt in Questioning
stories of their own -Explain that students will be revising concepts from -Ipads, computers etc earlier lessons to different
family heritage and the earlier lessons. Revisit mind map, and core concepts (please note, teacher might situations
heritage of others visited in earlier lessons, i.e. analysing portraits etc that like to assess availability of
HTe-2 are the focal point of the unit. other rooms to have more Appropriately uses ICT
Demonstrates - Display an old video. Students use their “detective computer access resources to effectively seek Research activity
developing skills of eyes”. Have a go at letting them analyse and suggest -Grandpa’s mask story book new information about
(observation),
historical inquiry and meanings, interpretations more independently. (See appendix #9) acquired core concepts
collage
communication -Students share their conclusions and ideas. Link to
How the stories of the previous similar activities.
past can be -Pose the question:- What do you think the video was
communicated about? How is family shown in this video
(ACHHK004) -Research activity:- Students are in groups of 3. Using
-Discuss the significance either Ipads or computers, teachers will guide the
of the chosen treasured research process to navigate a specific website to
object or photograph discover some photos/resources..
RES1.6 Demonstrates -Students print off any information and create a cut
developing reading skills and paste collage of their findings.
and strategies for -Students share their findings with the class, discuss.
reading books, dealing -Read “grandpa’s mask” to the students to further
with print and enforce the notion that our families are different,
comprehending texts. intertwine with concepts explored throughout the unit.
- navigates through -Advanced students:- Independently navigate a website
sections of computer to seek further information about the topic with
software. minimal teacher assistance. Students experiencing
difficulty may not be able to navigate the websites, and
require assistance from classmates and teacher to seek
relevant information.
HTe-1 Communicates Evaluate and Self Assess (Lesson 10) Student objects Uses meaningful questioning Think, pair share
stories of their own -Students bring back objects they had in lesson 4-send Evaluation sheets (See techniques to uncover specific activity
family heritage and the note home prior. Appendix #10) information about an object
heritage of others - Question what we can do about finding out Scaffolded questions on the
HTe-2 information about an object. Establish focus upon how board Expressively communicate
Demonstrates this object relates to their families. Paper for student drawings understanding through verbal
Drawing, discussion
developing skills of -Conduct a class investigation:- bring your own and visual technique
historical inquiry and treasured object from home. Model how to conduct an
with the teacher
communication investigation. Revisit class mind map.
-How the stories of the -Students are to conduct a think, pair share activity.
past can be Think about any significant features of the object, what
communicated it does, etc. Scaffold specific questions students could
(ACHHK004) ask to find important things out.
-Pose questions about -Students then go in their pairs to discuss and discover
another’ object or facts about one another’s objects.
photograph -Share circle:- choose groups to come out and tell the
TES1.2 Demonstrates class what they found out about their partner’s object,
basic skills of classroom and why it’s special to them/their family. Teacher asks
and group interaction, questions to assess the effectiveness of the pair
makes brief oral dynamic,
presentations and listens -Students draw a picture based on partner explanation
with reasonable to communicate understanding.
attentiveness. -At the end, students privately complete an evaluation
• demonstrates attentive sheet with “smiley faces” to communicate opinions
listening about the unit, reflect understanding. Pairs also
•listens while others evaluate one another using simple questioning on the
present news and asks evaluation.
relevant questions - Advanced students:- Develop further questions to
discover more information about their partner’s object
and its significance to the family. Students experiencing
difficulty will ask specific questions on a modified
scaffold sheet prepared by teacher.
Outcome: Communicate (Lesson 11) Pictorial timeline worksheet. Effectively sequences stages in Observation and
HTe-1 How do our families impact upon our lives? (See appendix #11) their lives to identify significant work sample
Communicates stories of events and the roles of their
their own family heritage Discuss the notion that life progresses/significant families.
and heritage of others events that have occurred in the past and question
-How the stories of the students about what role their family played during
past can be these.
communicated -As a class make a joint pictorial timeline on the smart
(ACHHK004) board to complete a broad example of possible
-Identify and sequence significant stages of life and how it progresses. Include
stages in their lifetime a focus upon how family life has changed as their life
VAES1.1 Makes simple has progressed. Supplement this with a personal
pictures and other kinds timeline you have prepared about your own life.
of artworks about things -Students then create their own personal pictorial
and experiences. timeline:- draw a picture of 5 significant memories
-• investigates from times in their lives and write their age
relationships in their art underneath.
making, e.g. people who -Students will then choose one memory and share it
are important to them with the class. They also communicate the significance
explores significant of their families in this event.
-Class will reflect on statements at the end through
events in their life in art questioning such as “why was that memory important?
making such as birthdays, -Differentiation:- Advanced students could also write a
parades, celebrations, sentence about each significant event to further extend
fetes, their exploration. Students experiencing difficulty may
holidays, festivals require prompting as to what they could actually
include-may get confused about stages in their lives

Outcome: Relate (Lesson 12) Props to stimulate thinking Utilises dramatic techniques to Observation/rubric
HTe-2 How my family is special/unique compared to other for performance explore significant life events
Demonstrates families
developing skills of Engages in collaborative Questioning/discussi
historical inquiry and -Talk about significant life events as explored in the discussion to reflect upon and
on
communication previous lesson. Utilise dramatic techniques to explore extend student learning.
-How the stories of the feelings and emotions associated with these events
past can be -As a class, have student act out specific emotions in a
communicated circle. Teacher also demonstrates a routine about a
(ACHHK004 significant event in their lives.
-Identify and sequence -Wipe this off the board and split students into pairs.
stages in their lifetime One of the pair must then act out their significant event
DRAS1.1 and the other will guess what the event is. Students
Takes on roles in swap partners and do this a few times
drama to explore -pairs then form with another group to form groups of
familiar and imagined 4 to discuss and reflect upon the activity.
situations -Action:- Think about how views of family/ the past has
changed through the course of the unit. Think of 1
thing and pledge how they will act differently in the
future-connect to drama, unit concepts (mindmap).
Differentiation:- Advanced students could devise a
longer joint scenario to perform to the whole class
about significant events. Students experiencing
difficulty may need assistance with expression and
dramatic technique.
APPENDIX
#1
1) http://www.myplace.edu.au/teaching_activities/2008/1/the_apology.html?tabRank=1&idSubtheme=